The focus of this quantitativeresearch study was to determine if the academic performance on the state assessment of students in grades 3-5 attending a magnet school in a small southern rural district differ than students in grades 3-5 attending a magnet school in another small rural and an urban southern school district. This study determined how stakeholder survey results on their satisfaction with the learning environment in a rural magnet school differ from the survey results in another rural and an urban magnet school. The research study revealed the results of comparing the academic performance of magnet school students to other magnet school students on the same end-of-the-year test. Consequently, there are research and data that would be the foundation for such a study.
Research Design and Rationale
The study analyzed and compared the academic performance of students in three elementary magnet schools. The choice schools in this study were in districts located across South Carolina in the upstate, midlands, and the low country. Quantitative data analyzed for this study are from SCReady assessment data that reflect the scores of students in grades 3-5 for multiple years of the SCReady standardized test administered in reading and math. The grade levels were selected based on the appropriateness of the study, and the data collected assisted in obtaining information that answered the
following research questions:
1. How does reading achievement on the South Carolina Ready Test differ in rural magnet schools compared to urban magnet schools?
2. How does math achievement on the South Carolina Ready Test differ in rural magnet schools compared to urban magnet schools?
3. How does stakeholder satisfaction differ in rural magnet schools compared to urban magnet schools?
After conducting the study, comparing, and analyzing the cut scores, which were scale scores from the end-of-the-year standardized test for targeted third- through eighth- grade students between the school years 2016-2017, 2017-2018, and 2018-2019, this research study attempted to determine if the academic performance of students on the statement assessment in grades 3-5 attending a magnet school in a small rural southern district is higher, equal to, or lower than students in grades 3-5 attending a magnet school in another small rural and an urban school district (South Carolina Department of
Education, 2017, 2018b, 2019). Overview of Methodology
This study examined the effectiveness of academic achievement of a magnet school program in a rural school district on the SCReady annual assessment in reading and math for students in grades 3-5 compared to the academic achievement of another rural and an urban magnet school district’s program in South Carolina on SCReady. The study also determined if thesurvey results on stakeholder satisfaction with the learning environment in an elementary magnet school in the rural and urban school district had an impact on student achievement. The data collection consisted of state testing results for students included in this study in grades 3-5. The testing results were retrieved from each
school’s report card on the South Carolina Department of Education website. Three research questions were composed for this study. Two of the questions were related to the comparison results of the academic achievement of students attending a school in a rural or urban school district. The third question was related to the survey results of stakeholder satisfaction with the learning environment in elementary magnet schools. The researcher examined if the academic achievement results of students in the rural magnet school in a southern school district were higher, the same, or lower than students in another rural and urban school in South Carolina. The study determined thesurvey results of stakeholder satisfaction with the learning environment in an elementary magnet school in a rural or urban school district have an impact on student achievement. The findings and conclusion provided the knowledge for understanding the effectiveness of academic success for students who attended a magnet school in a rural and urban school district. While researching other studies on the academic performance of magnet school students compared to other magnet school students, the researcher found the need for this study because other researchers indicated that studies have only evaluated and compared magnet and non-magnet schools’ student academic achievement. The evaluations have suffered from “methodological limitations because some evaluations merely compare the achievement of the magnet and non-magnet students” (Poppell & Hague, 2001, p. 17). Data Collection
This study used existing statistical data using computational techniques. The researcher collected the scale scores for reading and math from the yearly report card for each school in the study. The information on the scale scores for reading and math for students in grades 3-5 in each school for the years 2016-2017, 2017-2018, and 2018-2019 were analyzed and compared to answer the research questions. Did students in grades 3-
5 who attended an elementary magnet school in a southern rural school district achieve higher academic results on the SCReady test in reading and math compared to students in grades 3-5 in another southern rural and an urban magnet school? The survey results on stakeholders associated with magnet schools in a rural southern school district were analyzed and compared to stakeholders in another rural and urban school district to determine their satisfaction with the learning environment as it relates to student achievement.
In South Carolina, the score range for the students to meet standards for their grade level changed at the end of the year on the state standardized tests in reading and math. Therefore, the researcher displayed only the actual score obtained by students in that grade for reading and math end-of-the-year tests for the school years 2016-2017, 2017-2018, and 2018-2019 for third through fifth graders who attended a magnet or choice school. The South Carolina performance level scale score for reading and mathematical vertical scale score range are displayed in Tables 1 and 2.
Table 1
Reading Vertical Scale Score Ranges
Does Not Meet Approaches Meets Exceeds
Grade 3 100-358 359-451 452-539 540-825
Grade 4 100-418 419-508 509-592 593-850
Grade 5 100-449 450-557 558-652 653-875
Table 2
Mathematics Vertical Scale Score Ranges
Does Not Meet Approaches Meets Exceeds
Grade 3 100-359 360-437 438-543 544-825
Grade 4 100-401 402-481 482-562 562-850
Grade 5 100-447 448-535 536-621 622-875
(South Carolina Department of Education, 2018c)
The impact stakeholder involvement had on the academic achievement of the students was not a significant part of this study. The parent’s decision for their students to attend a magnet or choice school can have an impact on student achievement. The purpose of this study was to determine if students in grades 3-5 who attended a magnet school in a small rural southern school districtachieved higher academic results on the SCReady test in reading compared to students in another rural and an urban magnet school or if students in grades 3-5 who attended a magnet school in a small rural southern school districtachieved higher academic results on the SCReady test in math compared to students in another rural and urban magnet school in South Carolina.
Target Population
The participants in this study were students who attended a magnet or choice school for grades 3-5 and stakeholders of each school during the school years 2016-2017, 2017-2018, and 2018-2019. The third- through fifth-grade standardized testing results in reading and math from three school districts in different regions in South Carolina were
included in this study. The school district in the upstate of South Carolina had 72,000 students, with 15% enrolled in a school of choice. The second school district in the midlands of South Carolina had 2,900 students, with 2.4% enrolled in a school of choice; and the third school district located in the low country had 19,786 students, with 15% enrolled in a school of choice (Great Schools in South Carolina, 2019). For the academic school years in this study, the enrollment and demographics of students in the magnet or choice school vary. The school in the upstate of South Carolina, Magnet School 1 (MS1), had an enrollment of 927 students in grades K4-5; and the demographics were 36% White, 40% Black or African American, 18% Hispanic, 1% Asian, 1%
Hawaiian/Island Pacific, and 4% two or more races. Fifty-six percent of students from this school were from low-income families. The school in the midlands of South
Carolina, Magnet School 2 (MS2), had an enrollment of 240 students in grades K4-6; and the demographics were 17% White, 80% Black, 2% Asian, and 1% Hispanic. One hundred percent of the students in this school were from low-income families. The school in the low country of South Carolina, Magnet School 3 (MS3), had an enrollment of 740 students in grades K-5-5; and the demographics are 42% White, 15% Black, 38% Hispanic, 1% Asian, and 4% two or more races. Fifty-six percent of the students in this school were from low-income families (Great Schools in South Carolina, 2019). Figures 1-3 show the demographics of the three schools used in this research study.
Figure 1. Demographics of MS1 in the Upstate.
Figure 2. Demographics of MS2 in the Midlands.
Instrument
South Carolina’s end-of-the-year standardized tests for the years 2016-2017, 2017-2018, and 2018-2019 for students in grades 3-5 scale scores taken from the schools’ report card were the instrument used in this study. All students in grades 3-5 except for students with severe cognitive disabilities were required to take the SCReady for English language arts and mathematics. The exams were often used to evaluate student progress. The SCReady tests were given near the end of the school year in a secure testing
environment in the school. The assessments were administered in a computer-based format to students who do not have an individual education plan (IEP) or 504 plan that prohibits them from taking the test on the computer. The scale score differences in the academic achievement of students in rural southern magnet schools and students in an urban magnet school were used in determining if the exposure to a magnet program in different areas of South Carolina affected student achievement.
In South Carolina, elementary and middle schools were rated using a 100-point scale. The point totals were based on a school that had 20 or more ELs. The number in parentheses applied to schools that had fewer than 20 ELs and should have received a rating for EL proficiency. For example:
• Academic achievement: 35 points (40 points without ELs)
• Student progress: 35 points (40 points without ELs) The points in this
category were split evenly, rating the progress of all students and the progress of the lowest performing 20% of students.
• Preparing for success: 10 points (10 points without ELs)
• School quality: 10 points (10 points without ELs; South Carolina Department of Education, 2018d).
South Carolina Report Card Ratings Scale
SC Elem School Ratings School Quality English Learners Proficiency Preparing For Success Student Progress Academic Achievement All Schools 10 10 10 35 35
Figure 4. Breakdown of Points on the SC Report Card Ratings.
Data Collection
The researcher collected the scale score data from existing statistical data from the South Carolina state report card for reading and math from the end-of-the-year state assessment for 3 consecutive years on students in grades 3-5. The computational techniques were used to compare the results of each magnet school in this study. Data Analysis
reading and mathematics for the 3 consecutive years in this study and reflected on what the findings revealed from the data. The data revealed the answer the researcher was seeking for the research questions: Did students in grades 3-5 who attended an
elementary magnet school in a rural school district achieved higher academic results on the SCReady test in reading compared to students in grades 3-5 in another rural and an urban magnet school? Did students in grades 3-5 who attended an elementary magnet school in a rural school district achieve higher academic results on the SCReady test in math compared to grades 3-5 students in another rural and an urban magnet school? Did stakeholders associated with an elementary magnet school in a rural school district survey results indicate they were more or less satisfied than stakeholders in an urban school district with the learning? There has never been a study conducted on comparing the academic achievement of students in magnet schools, so the information gathered from this research study benefited principals, stakeholders, superintendents, and educators in the state department in South Carolina and other states.
Analyzing data is essential to effective school planning. The process of this research study of analyzing data for 3 consecutive years would allow others to view the results to reflect on trends or patterns seen in a grade level as well as identify areas of improvement. The findings could assist with collaboration among schools and districts to learn effective strategies and techniques that would be beneficial to the students attending magnet schools.
Threats to Validity
The SCReady assessment has been reliable among all races and gender groups. The South Carolina Assessment Evaluation Report results indicated that the evaluation
conducted by the South Carolina Oversight Committee and Human Resources Research Organization of Alexandria, Virginia found that SCReady reading and mathematics state assessments evaluated the extent to which the evidence on item development processes complied with the test standard. The report evaluated the strength of evidence for four test standards about item development and showed that the methods used to develop items for the SCReady assessments adhered to industry best practices. The strengths of this evaluation were how the test developers clearly described the purposes and uses of the tests. The item writers were carefully selected and trained; item development processes follow well-established industry procedures; and items undergo multiple rounds of reviews from various perspectives such as content, bias, fairness and sensitivity, and accommodations. Readability and grade-level appropriateness were considered during the item development processes. Quality assurance procedures are in place to oversee the entire process and identify potential issues and a comprehensive review of item development from start to finish. A sample of items revealed that the items adhered to item quality guidelines and that feedback from each round of review was incorporated to improve item quality. The documentation for scaling, equating, and scoring processes for the SCReady assessments for reading and mathematics mostly adhered to industry best practices (South Carolina Department of Education, 2018e).
Another method used to verify the validity of the testing is that each staff member who administered the test was trained appropriately every year before testing began and signed a test security agreement form that stated they adhered to mandated regulations outlined in the South Carolina Department of Education policies. The regulations consist of the setup of the test environment in each school and classroom and the coding of each
student based on information provided in PowerSchool; tests were always stored in a secured locked place. Only teachers who had been trained to administer the test signed out the test each day it was given. Also, the guidelines in the state test administrator’s manual required a monitor to be in each classroom or area in which students were tested. Any violations of the code of ethics and test security by a staff member were reported and resulted in the test administrator being put on administrative leave, students testing
deemed not useful, and the students retested or even a teacher losing their teaching certificate for failure to abide by testing regulations outlined in the test administrator’s manual.
Ethics
The researcher ensured a high level of quality and integrity during this research. Since there were no human subjects involved in this research, there was no need for informed consent or potential harm to participants. The researcher ensured that the study was independent and impartial and respected confidentiality as needed.
Summary
The purpose of this study was to determine if academic achievement scores on the state’s SCReady assessment in reading and mathematics of students who attend a magnet school in a rural school district was different than students in another rural and urban magnet school. Grade level scale scores used in this study were taken from 2016-2017, 2017-2018, and 2018-2019 end-of-the-year standardized tests for students in grades 3-5. The SCReady reading and mathematics assessments were given statewide. The research study showed that the demographics and enrollment of students attending each of the schools were different. The selection of schools was based on the school’s location in the
south and whether the school was an elementary magnet or school of choice in that district. Determining whether the enrollment or demographics of a school affected the findings was not a factor in this study. This study also examined stakeholder survey responses to determine if stakeholders’ satisfaction with the learning environment was different in rural school districts than the urban school district. The process used in this research study analyzed data for 3 years and provided others with results to reflect on trends or patterns seen in a grade level as well as identified areas of improvement. The findings from this research study would be beneficial to other districts that have magnet schools and are interested in the state testing result comparison of magnet schools to magnet schools since there are no other research studies available.
Chapter 4: Results Introduction
Few achievement studies have focused explicitly on magnet school locales as related to student achievement and stakeholder satisfaction. Over time, magnet schools have taken on an academic achievementrolein addition to their original desegregation role (Rossell, 2005). According to Poppell and Hague (2001), research available only indicates that magnet and non-magnet student achievement are compared without controls for initial differences in achievement, and evaluations of magnet schools have suffered from limitations on methods used in studies on magnet schools. Limited research exists that compares student achievement in one magnet school to another
magnet school. The data collected in this research study showed there was no compelling difference in the academic achievement between a rural and an urban magnet school. The ultimate goal of this quantitative study was to determine if student academic achievement in reading and math in rural magnet schools shows significant differences than students attending an urban magnet school as well as if there are significant
differences in stakeholdersatisfaction with the performance of their students who attend a magnet school.
The purpose of this study was to determine if the academic performance on the state assessment in reading and math of students in grades 3-5 attending a magnet school in a southern rural and a southern urban school indicates a significant difference in academic performance. The researcher analyzed data collected on the results of the administering of the end-of-the-year reading and math state assessments and the survey results of stakeholder groups to determine if the results showed that one group was more
satisfied with the academic achievement.
This quantitative research study was designed to evaluate the effectiveness of